1. g TRANSITIONS LEARNING CENTER CONCEPT Presenters: Laurie David davidl@charemisd.org Frank Schneider fschneider@charemisd.org

2. What Do You Want To Be When You Grow Up?

4. EDUCATIONAL PHILOSOPHY Grades K - 6 Grades K - 6 Common Core Academics Common Core Academics Grades 7 -12 Grades 7 -12 Functional Academics Functional Academics Career Exploration Career Exploration Ages18 – 26 Ages18 – 26 Transitional Transitional Skills Skills

5. ELEMENTARY K - 6 FOCUS  Academics: Edmark, EQUALS Math, Science and Social Studies  Communication: Matrix, PODD, PECS  Social and Behavioral Skills: Integration with non-disabled peers

6. MIDDLE / HIGH SCHOOL 7 - 12 FOCUS  Functional Academics: Edmark, classroom token economies, Daily living, Career exploration  Transitional conversations at IEP’s: ESTR III ESTR III

7. ADULT 18 - 26 FOCUS  Asses interest and skills: Daily living, Employment, Community access, Recreation and Leisure  Connect with outside Agencies: CMH. MRS, etc.  Define Post Educational Plan: Living arrangements, Employment, Community

8. AGENCY CONNECTION  Met with CMH, MRS, all the Workshops in our 2 ½ county area  Toured Sheltered workshops  Presentations on Self-Determination, Housing options, services  Coordinated Plans of Service with IEP’s

9. LEARNING CENTER The Concept  To expose our students to job skills associated with the various career pathways and community opportunities  To gather data during the exposure of skills to assess the need or interest for mastery learning  To share this gathered information over time with families and outside agencies to define and ensure smooth transitions to adult roles

10. Module Development  Took information gained from our workshops  Teachers created lessons designed to be taught to mastery  Food service module  Custodial module  Fine Arts module

11. EXPOSURE  All Adult students are exposed to the modules  Community outings are coordinated with the modules  Student data is collected during each lesson  Profile data is collected and placed in each students transition portfolio

12. TRAINING SITES  When data shows an interest or skill, on- site training opportunities are created  Data is collected during on-site training  When individuals make the necessary progress a community job-training site is created  Students train at these sites in a 2 week rotation

13. SHARING  All the information gathered is shared with families and agencies for planning purpose (daily living, employment, communication, behavioral, academic, etc.)  Usually happens at IEP’s and Plans of Service  Data helps to determine transitional options: Living arrangements, leisure, Employment

14. DECISION MAKING  Does the data support the need for a full or partial transition to adult life roles?  Determine needs and coordinate services with families and agencies  Develop transitional timeline and implementation date  Support and monitor

15. OUTCOME DATA Percentage of students graduating before the age of 26 Percentage of students graduating before the age of 26  2011: 0%  2012: 66%  2013: 66%  2014: 66%  2015*: 75% *projected

16. OUTCOME DATA Percentage of students returning for educational services after graduation 2011- 2014: 0%

17. QUESTIONS? Laurie David davidl@charemisd.org davidl@charemisd.org Frank Schneider fschneider@charemisd.org fschneider@charemisd.org